An approach is described for developing the language of limited English proficient (LEP) students using process writing with content drawn from across the curriculum. This is proposed in the context of recent research in second language reading that has focused on developing metacognitive awareness and use of reading strategies, and that less proficient learners may improve their skills through training in those strategies demonstrated by more successful learners. A narrative of in-class experiences with LEP students ages 8 to 12 years over 18 months traces the development of learners and their teacher in a collaborative decision-making process. The approach allowed the LEP students to see themselves as authors and to respond to each other's work. Examples of student writing about personal experiences are included. Contains 6 references. (LB)